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Barefoot iCompute

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Barefoot iCompute

  1. 1. Barefoot Workshop Jane Waite @janewaite www.barefootcas.org.uk
  2. 2. Aims of the session ● Look, briefly, at the background to changes in the curriculum. ● Provide an introduction to the Barefoot Computing website & project resources. ● Show you how to continue on your personal journey to learn about Computer Science.
  3. 3. The background 2011 20122008/9 Sept 2014 April 2014 2015 BETT Jan 2012
  4. 4. Where are we now? 17,000 primary schools in England 196,000 primary school teachers Computing has never, ever, been taught at primary schools in the past – this is the first time Current teachers have not been formally trained for this – they have to find there own way How do you feel? How are your colleagues reacting in schools?
  5. 5. The curriculum change Computer Science Information Technology Digital Literacy ICT
  6. 6. The Barefoot Website & Resources http://barefootcas.org.uk/
  7. 7. Programme of Study Computational Thinking – Concepts and Approaches Computer Science Concepts Programming Networks Digital devices • Teach yourself concept resources • Exemplar teaching activities The Barefoot Approach
  8. 8. Crazy Characters Activity – KS1
  9. 9. Crazy characters activity
  10. 10. Spelling Rules Activity – KS1 KS1: understand what algorithms are KS1: use logical reasoning to predict the behaviour of simple programs
  11. 11. Spelling Rules Activity – KS1
  12. 12. Spelling Rules Activity – KS1
  13. 13. What do Algorithms look like across the Primary Curriculum? 1) Precise set of instructions….2) Set of rules
  14. 14. Number Sequence Activity – KS2 16, 35, 73, 149 ___ Possible answers: 303, 302, 304, 301 KS2: ‘Use logical reasoning to explain how simple algorithms work’ 301 Algorithm Multiply the previous number by 2, then add 3 to make the next number Logic Used knowledge of maths to predict the next number in the sequence, based on the relationships they can see between the numbers Patterns Look at the relationships between the numbers to spot a pattern. Work out the rule and the next number in the sequence. Evaluation & Debugging Evaluation used to test their rule, if it didn’t work they had repeat the process and work out where they went wrong (Debugging)
  15. 15. Barefoot’s Algorithm resources…
  16. 16. KS1 Pizza Pickle Debugging Activity It makes a base and puts it in the oven, but does not cook it It makes a base, adds cheese, puts in the oven and starts cooking, but does not add the sauce! The steps are in the wrong order! KS1: debug simple programs KS1: use logical reasoning to predict the behaviour of simple programs
  17. 17. KS2 Solar System Activity What do you call a model of something? Guess What - if we have time – in pairs – 1 person close you eyes ….
  18. 18. Choose an object to draw. Don’t start yet! KS2 Guess What
  19. 19. Draw now! KS2 Guess What
  20. 20. KS2 Guess What
  21. 21. Logic Algorithms Decomposition Abstraction Pattern Evaluation Crazy Characters Spelling Rules Number Sequence Pizza Pickle SSS/ Guess What
  22. 22. KS1: Bee-Bot 1,2,3 TASK: Working in pairs can you create algorithms to draw the shape of numerals? 2) Test the algorithm using the Fakebot/other pupils 3) Program the Bee-Bot using the algorithm 1) Write the algorithm using whiteboards/command cards KS1: Understand how algorithms are implemented as programs on digital devices 4) Evaluate & debug!
  23. 23. Key stage 2: Dinosaur fossil animation KS2: Use sequence in programs
  24. 24. Lots of Scratch templates……
  25. 25. Key stage 2: Networks Concept • Video, • Explanation of concept, • What it looks like in KS1/ KS2 Activities • Network hunt • Modelling the internet • Plus Search activities – webcrawlers + ranking
  26. 26. In the past when it was grey and cloudy it often rained. Today it is grey and cloudy. Therefore I predict it is likely to rain. We ask - how do you know that? Why do you think that? We say explain your ideas – use the word because…. What are the steps to do this? What are the rules to do that? Label the parts of the flower. What are the parts of a story? Tell me more about that, then that… then that … Have we done it all? Is it the same? How is it different. What do you notice about all the multiples of 10? How are these poems similar? What is different about these features in science, geography, history…? What is most important? What are the success criteria? Headlines, summarise the key features…Don’t get bogged down in the detail. (London Underground Map) What could be improved? Three stars and a wish.
  27. 27. Common themes in Primary School!
  28. 28. Barefoot Resources:  FREE  Cross curricular  Will compliment your current lession plans  Computational Thinking can be taught without a computer!  Coding. Important too, Barefoot team developed suite of Scratch templates to facilitate your lessons
  29. 29. Accessing the FREE Resources Register Login Go Barefoot www.barefootcas.org.uk Provide feedback please! http://barefootcas.org.uk/workshop-feedback
  30. 30. BBC DT project Crumble

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